SOCIAL INTERACTION OF CHILD - EDUCATOR

V diplomski nalogi smo želeli izpostaviti problem socialne interakcije med vzgojiteljem in otroki. S tem so mišljeni predvsem odnosi, ki so prisotni med samim bivanjem v vrtcu. Diplomska naloga temelji na podlagi opazovanja in ocenjevanja socialne interakcije med vzgojiteljem in otroki. Za potrebe opazovanja so bili pripravljeni ustrezni vprašalniki. Vprašalniki, ki so bili uporabljeni za oceno interakcij med odraslimi in otroki, so bili pripravljeni na osnovi trditev za merjenje interakcij. Opazovalke so pri vsakem opazovanju ocenjevale, koliko držijo posamezne trditve, ki se nanašajo na različne interakcije med vzgojiteljem in otroki. Cilj je bil s pomočjo znanstvene literature pobliže spoznati pojem socialna interakcija ter ugotoviti, ali vzgojitelj pravilno pristopa k otrokovim načinom vedenja in koliko časa nameni socialni interakciji. V teoretičnem delu je podrobneje opisana kakovost predšolske vzgoje, socialna interakcija, otrokov razvoj v interakcijah v vrtcu, komunikacija ter vpliv spodbudnega ozračja. V empiričnem delu ugotavljamo visoko raven pozitivnih odnosov med odraslimi in otroki v vrtcu. Težišče je na poudarjanju ubogljivosti otrok. Vzgojiteljice pri delu nimajo permisivnega odnosa, saj neprimerno vedenje grajajo ter so do otrok stroge, kadar je to potrebno. Prisoten je pretiran nadzor nad otroki ter tudi od otrok se pričakuje pretiran samonadzor. Vzgojiteljice večinoma prilagajajo interakcije starosti otrok.In this diploma thesis we wanted to expose the problem of social interaction among educators and children. Hereby, above all, the relationships present during the merely stay in the kindergarten are meant. This work is founded on the basis of students\u27 observation of social interactions among educators and children. Proper questionnaires were prepared for the need of observation. The questionnaires used for the estimation of the interactions among the adults and children were prepared on the basis of the statements for measuring interactions. The observers estimated at each observation how true these statements referring to different interactions among educators and children were. The aim was to become better aware of the idea of social interaction by means of scientific literature as well as to find out if an educator approaches a child\u27s way of behaviour in the right way and how much time he / she intends for social interaction. In the theoretical part the quality of nursery education, social interaction, a child\u27s development in interactions in the kindergarten, communication as well as the influence of a stimulating environment is described in more detail. In the empiric part the high level of positive relationships among adults and children in the kindergarten is being found out. The focus is on the emphasis of the children\u27s obedience. The educators do not have a permissive relationship as they do blame inappropriate behaviour and they are severe with the children when it is necessary. Exaggerated control over the children is present and exaggerated self-control is expected by the children. The educators mostly adapt the interactions to the age of the children